Revisiting Mental Translation: A Potential to Promote Reading Comprehension in English for Specific and Academic Purposes Contexts
Subject Areas : آموزش زبان انگلیسی
1 - دانشگاه علوم پزشکی اصفهان
Keywords: mental translation, reading comprehension, ESAP context, skills and strategies, ESP learners,
Abstract :
Although teaching English for Specific and Academic Purposes (ESAP) is equivalent to teaching reading comprehension, it seems that Iranian graduated students having studied ESAP at BSc and MSc levels are not efficient readers and they also have a lot of problems in obtaining information from English materials related to their field of study via translation. Because mental translation is inevitable while reading English texts, the question is how to make the best use of this spontaneous strategy to promote reading comprehension. Sixty-six students majoring in midwifery, nursing and surgical technology at MSc level were selected based on convenience sampling. They were classified as lower-intermediate students by a standard placement test. Their translation practices and reading activities were investigated in an attempt to discover the strategies most frequently used by such learners. Through content analysis of these documented activities and interviews with the learners and observation of ESP classes, the common problems in reading comprehension as well as translation processes were identified. These problems originated from mental translation. These problems were addressed by using strategy-based instruction. The findings implies how to expliot mental translation as an efficient strategy through equipping learners with the prerequisite reading comprehension and translation skills and strategies.
References:
Abdul-Hamid, S. & Samuel, M. (2012). Reading scientific texts: some challenges faced by EFL readers. International Journal of Social Science and Humanity, 2(6), 509-513.
Abdul-Hamid, S. & Samuel, M. (2013). Reading scientific texts: cognitive strategies used by good and poor EFL learners. ICSSR E-Journal of social science research, 718-734.
…………. (2014). The role of grammar in second language reading comprehension: Iranian ESP context. Procedia Social and Behavioral Sciences, 98, 122 – 126.
………… (2017). Reading Scientific Texts: Some Challenges Faced and Strategies Used by EFL Readers. Journal of Applied Linguistics and Language Research, 4(1), 14-28.
Alaboud, A. (2022). The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language. Arab World English Journal, 13 (2), 424-436. DOI: https://dx.doi.org/10.24093/awej/vol13no2.29
Algazo, M. (2018). The Role of First Language (L1) in the Second Language (L2) Classroom: The case of Jordanian Public Schools. MA thesis. Carleton University, Ottawa, Ontario.
Alharbi, A. M. (2022). Reading skills among EFL learners in Saudi Arabia: A review of challenges and solutions. World Journal of Advanced Research and Reviews, 15(3), 204-208.
Amirian, S. M. R. (2013). Teaching reading strategies to ESP readers. International Journal of Research Studies in Educational Technology, 2(2), 19-26.
Anbarshahi, S. & Shabani Minaabad, M. (2021). Recognizing the ESP Course Challenges to Improve the Quality of ESP Program Counseling students. Preventive Counseling, 2(4), 37-46.
Arffman, I. (2012). Unwanted Literal Translation: An Underdiscussed Problem in International Achievement Studies. Education Research International, 1-13.
Calis, E. & Dikilitas, K. (2012). The use of translation in EFL classes as L2 learning practice. Procedia Social and Behavioral Sciences, 46, 5079–5084.
Dordick, M. L. (1998). The use of mental translation as a reading strategy by Spanish speakers as they read English. Unpublished PhD dissertation. Oklahoma State University, USA.
Falla-Wood, J. (2018). The role of mental translation in learning and using a second/foreign language by female adult learners. Journal of Global Education and Research, 2(2), 98-112. https://www.doi.org/10.5038/2577-509X.2.2.1001
Farahani, M. V. & Siyyari, M. (2015). The Effect of Teaching Reading Comprehension Skills on Translation Quality of Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 4 (1), 50-59.
Faraji, M. N., Dowlatabadi, H. R., Moelaie, B., Rahmanpanah, R. (2023). Investigating ESP Needs Analysis in Iranian Universities: The Case of Social Sciences Students. Teaching English Language, 17(2), 103-133. https://doi.org/10.22132/TEL.2023.177413
Fernández-Guerra, A. (2014). The usefulness of translation in foreign language learning: students’ attitudes. International Journal of English Language & Translation Studies, 2(1), 153-171.
Ghahari, S., Ebrahimi, F. (2017). An intensive strategies-based program: insights for literacy and socio-emotional growth of college-level students. Asian-Pacific Journal of Second and Foreign Language Education., 2(1), 1-13. https://doi.org/10.1186/s40862-017-0031-1
Hayati, A.M. (2008). Teaching English for Special Purposes in Iran: Problems and suggestions. Arts and Humanities in Higher Education, 7, 149-165.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge: Cambridge University Press.
Hung, D.M. & Ngan, V.P.T. (2015). Investigating Reading Strategies Used by EFL Students at Dong Thap University. Asian Journal of Educational Research, 3(4), 10-20.
Imani, Z. & Farahian, M. (2016). Iranian EFL university lecturers’ and learners’ attitude towards using first language as a scaffolding tool in reading comprehension. International Journal of Foreign Language Teaching and research, 4(13), 19-32.
Inanloo Khajloo, A. (2013). Problems in teaching and learning English for students. International Journal of Engineering Research and Development, 7(3), 56-58.
Joyce, P. (2015). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217-227. DOI: 10.1080/09571736.2015.1028088
Karami, M. & Salahshoor, F. (2014). The relative significance of lexical richness and syntactic complexity as predictors of academic reading performance. International Journal of Research Studies in Language Learning, 3(2), 17-28.
Kavaliauskienë, G. & L. Kaminskienë. (2007). Translation as a learning tool in English for specific purposes. Kalbotyra 57.3, 132-139.
Kern, R. G. (1994). The Role of Mental Translation in Second Language Reading. Studies in Second Language Acquisition, 16(4),441-461. doi:10.1017/S0272263100013450
Kovacs, G. (2018). The significance of developing reading skills in translator and language teacher training. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 5(3) pp 155–164. Available from: www.prosoc.eu
Lee, T.Y. (2013). Incorporating Translation into the Language Classroom and Its Potential Impacts upon L2 Learners. In D. Tsagari & G. Floros (Eds.), Translation in Language Teaching and Assessment (pp. 3–22). Cambridge Scholars Publishing.
Lewicka-Mroczek, E., & Wajda, E. (2017). Use of the first language in the EFL classroom as viewed by English philology students. Language Learning, 3(2), 17-28. doi: 10.5861/ijrsll.2013.477
Luitel, B., Poudel, K. K., Sharma, U. N., & Karki, T. M. (2023). Uses of the first language in the English as a foreign/second language classroom: teachers’ views and arguments. TEFLIN Journal, 34(2), 245–263. https://doi.org/10.15639/teflinjournal.v34i2/245-263
Li, H., Gan, Z., Leung, S. O., & An, Z. (2022). The Impact of reading strategy instruction on reading comprehension, strategy use, motivation, and self-efficacy in Chinese university EFL students. SAGE Open, 12(1), 1-13.
Liao, P. (2006). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. Regional Language Centre Journal, 37(2), 191-215.
Martin, E. (2008). Dictionary use in foreign language writing exams. Amsterdam: Benjamin's.
Olivia, C. (2018). Translation as Language Learning Technique and the Use of L1 in ESP Classes. Learners’ Perceptions. “Ovidius” University Annals, Economic Sciences Series, 18(2), 221–227
Pan, Yi-chun & Pan, Yi-ching. (2012). The use of translation in the EFL classroom. Philippine ESL Journal, Vol. 9, 4-23.
Permatasari, D. A. R. (2021). The Correlation between Students’ Reading Comprehension and Their Translation Ability at the Sixth Semester of English Language Education of UIN Raden Intan Lampung in the Academic Year of 2019/2020. Undergraduate thesis, UIN Raden Intan Lampung.
Pintado Gutiérrez, Lucía. (2021). Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries, The Language Learning Journal, 49(2), 219-239.
Pouya, F. (2012). On the effect of translation on promoting reading comprehension in ESP. J. Basic. Appl. Sci. Res, 2(7), 6495-6502.
Quezada, Camilo & Westmacott, Anne. (2019). Reflections of L1 reading comprehension skills in university academic grades for an undergraduate translation programme, The Interpreter and Translator Trainer, 13(4), 426-441. DOI: 10.1080/1750399X.2019.1603135
Rezaei, A. , Rahimi, M. A. & Talepasan, S. (2012). Exploring EFL learners’ reading comprehension problems in reading ESP texts. Sino-US English Teaching, 9(3), 982-987.
Rocha, N. F. F. (2011). Translation as a teaching tool to bridge L1 and L2 for adult learners at elementary levels. Cadernos de Tradução, 1(27), 179–202.
Rodríguez Sua, M. (2021). Cognitive strategies for developing students’ reading comprehension skills using short stories. REXE- Revista De Estudios Y Experiencias En Educación, 20(44), 233–253. https://doi.org/10.21703/0718-5162.v20.n43.2021.014
Sadeghi, K. & Atmani, S. (2011). An examination of Iranian EFL learner translators’ problems in translation activities. redit, numero, 7, 82-92.
Sheikhpour Ahandani, S., & Khodareza, M. R. (2022). The effect of strategy-based methods vs. translation-based method on general English and ESP reading comprehension of Iranian university students. Iranian Journal of Applied Language Studies, 14(2), 65-82. https://doi.org/10.22111/IJALS.2022.7450
Sheikhpour Ahandani, S. & Rahimy, R. (2021). Intervention of Information Synthesization, Making Inferences, and Visualization with Iranian Undergraduates' ESP Reading Comprehension Achievement . Journal of Language, Culture, and Translation (LCT), 4(1), 25–43.
Sheir, A.A., Abdel Ghany, A. Y. and Saad el Din El – Hilaly, A. R. (2010). A Suggested Model for Enhancing EFL Prospective Teachers’ Translation Performance. Educational Sciences Journal. http://search.shamaa.org/PDF/Articles/EGJes/JesVol23No2P1Y2015/jes_2015-v23-n2-p1_001-024_eng.pdf
Solhi, M. & Büyükyazı, M. (2011). The Use of First Language in the EFL Classroom: A Facilitating or Debilitating Device? 1st International Conference on Foreign Language Teaching and Applied Linguistics, Sarajevo. Retrieved from: https://www.researchgate.net/publication/3036102
Sriwantaneeyakul, S. (2018). Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects. English Language Teaching, 11(4), 1-14.
Sutopo, A., & Prayitno, H. J. (2020). The Influence Of Reading Comprehension And Vocabulary Mastery Toward Translation Skill. Universal Journal of Educational Research , 8(1): 297-303.
Toumu’a, M. R. (2012). Academic Reading and Pacific Students: Profiling texts, tasks & readers in the first year of university in New Zealand. Ph.D thesis, Victoria University of Wellington.
Vasheghani Farahani, M. and Siyyari, M. (2015). The Effect of Teaching Reading Comprehension Skills on Translation Quality of Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 4(1), 50-59.
Zhao, R. (2004). Processes of translating: A comparison of expert and student translators translating an expository text from English to Chinese, Unpublished Ph.D Dissertation, Pittsburgh, Carnegie Mellon University.
Abdul-Hamid, S. & Samuel, M. (2012). Reading scientific texts: some challenges faced by EFL readers. International Journal of Social Science and Humanity, 2(6), 509-513.
Abdul-Hamid, S. & Samuel, M. (2013). Reading scientific texts: cognitive strategies used by good and poor EFL learners. ICSSR E-Journal of social science research, 718-734.
…………. (2014). The role of grammar in second language reading comprehension: Iranian ESP context. Procedia Social and Behavioral Sciences, 98, 122 – 126.
………… (2017). Reading Scientific Texts: Some Challenges Faced and Strategies Used by EFL Readers. Journal of Applied Linguistics and Language Research, 4(1), 14-28.
Alaboud, A. (2022). The Positive Effect of Translation on Improving Reading Comprehension among Female Arabic Learners of English as Foreign Language. Arab World English Journal, 13 (2), 424-436. DOI: https://dx.doi.org/10.24093/awej/vol13no2.29
Algazo, M. (2018). The Role of First Language (L1) in the Second Language (L2) Classroom: The case of Jordanian Public Schools. MA thesis. Carleton University, Ottawa, Ontario.
Alharbi, A. M. (2022). Reading skills among EFL learners in Saudi Arabia: A review of challenges and solutions. World Journal of Advanced Research and Reviews, 15(3), 204-208.
Amirian, S. M. R. (2013). Teaching reading strategies to ESP readers. International Journal of Research Studies in Educational Technology, 2(2), 19-26.
Anbarshahi, S. & Shabani Minaabad, M. (2021). Recognizing the ESP Course Challenges to Improve the Quality of ESP Program Counseling students. Preventive Counseling, 2(4), 37-46.
Arffman, I. (2012). Unwanted Literal Translation: An Underdiscussed Problem in International Achievement Studies. Education Research International, 1-13.
Calis, E. & Dikilitas, K. (2012). The use of translation in EFL classes as L2 learning practice. Procedia Social and Behavioral Sciences, 46, 5079–5084.
Dordick, M. L. (1998). The use of mental translation as a reading strategy by Spanish speakers as they read English. Unpublished PhD dissertation. Oklahoma State University, USA.
Falla-Wood, J. (2018). The role of mental translation in learning and using a second/foreign language by female adult learners. Journal of Global Education and Research, 2(2), 98-112. https://www.doi.org/10.5038/2577-509X.2.2.1001
Farahani, M. V. & Siyyari, M. (2015). The Effect of Teaching Reading Comprehension Skills on Translation Quality of Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 4 (1), 50-59.
Faraji, M. N., Dowlatabadi, H. R., Moelaie, B., Rahmanpanah, R. (2023). Investigating ESP Needs Analysis in Iranian Universities: The Case of Social Sciences Students. Teaching English Language, 17(2), 103-133. https://doi.org/10.22132/TEL.2023.177413
Fernández-Guerra, A. (2014). The usefulness of translation in foreign language learning: students’ attitudes. International Journal of English Language & Translation Studies, 2(1), 153-171.
Ghahari, S., Ebrahimi, F. (2017). An intensive strategies-based program: insights for literacy and socio-emotional growth of college-level students. Asian-Pacific Journal of Second and Foreign Language Education., 2(1), 1-13. https://doi.org/10.1186/s40862-017-0031-1
Hayati, A.M. (2008). Teaching English for Special Purposes in Iran: Problems and suggestions. Arts and Humanities in Higher Education, 7, 149-165.
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learner-Centered Approach. Cambridge: Cambridge University Press.
Hung, D.M. & Ngan, V.P.T. (2015). Investigating Reading Strategies Used by EFL Students at Dong Thap University. Asian Journal of Educational Research, 3(4), 10-20.
Imani, Z. & Farahian, M. (2016). Iranian EFL university lecturers’ and learners’ attitude towards using first language as a scaffolding tool in reading comprehension. International Journal of Foreign Language Teaching and research, 4(13), 19-32.
Inanloo Khajloo, A. (2013). Problems in teaching and learning English for students. International Journal of Engineering Research and Development, 7(3), 56-58.
Joyce, P. (2015). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217-227. DOI: 10.1080/09571736.2015.1028088
Karami, M. & Salahshoor, F. (2014). The relative significance of lexical richness and syntactic complexity as predictors of academic reading performance. International Journal of Research Studies in Language Learning, 3(2), 17-28.
Kavaliauskienë, G. & L. Kaminskienë. (2007). Translation as a learning tool in English for specific purposes. Kalbotyra 57.3, 132-139.
Kern, R. G. (1994). The Role of Mental Translation in Second Language Reading. Studies in Second Language Acquisition, 16(4),441-461. doi:10.1017/S0272263100013450
Kovacs, G. (2018). The significance of developing reading skills in translator and language teacher training. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 5(3) pp 155–164. Available from: www.prosoc.eu
Lee, T.Y. (2013). Incorporating Translation into the Language Classroom and Its Potential Impacts upon L2 Learners. In D. Tsagari & G. Floros (Eds.), Translation in Language Teaching and Assessment (pp. 3–22). Cambridge Scholars Publishing.
Lewicka-Mroczek, E., & Wajda, E. (2017). Use of the first language in the EFL classroom as viewed by English philology students. Language Learning, 3(2), 17-28. doi: 10.5861/ijrsll.2013.477
Luitel, B., Poudel, K. K., Sharma, U. N., & Karki, T. M. (2023). Uses of the first language in the English as a foreign/second language classroom: teachers’ views and arguments. TEFLIN Journal, 34(2), 245–263. https://doi.org/10.15639/teflinjournal.v34i2/245-263
Li, H., Gan, Z., Leung, S. O., & An, Z. (2022). The Impact of reading strategy instruction on reading comprehension, strategy use, motivation, and self-efficacy in Chinese university EFL students. SAGE Open, 12(1), 1-13.
Liao, P. (2006). EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. Regional Language Centre Journal, 37(2), 191-215.
Martin, E. (2008). Dictionary use in foreign language writing exams. Amsterdam: Benjamin's.
Olivia, C. (2018). Translation as Language Learning Technique and the Use of L1 in ESP Classes. Learners’ Perceptions. “Ovidius” University Annals, Economic Sciences Series, 18(2), 221–227
Pan, Yi-chun & Pan, Yi-ching. (2012). The use of translation in the EFL classroom. Philippine ESL Journal, Vol. 9, 4-23.
Permatasari, D. A. R. (2021). The Correlation between Students’ Reading Comprehension and Their Translation Ability at the Sixth Semester of English Language Education of UIN Raden Intan Lampung in the Academic Year of 2019/2020. Undergraduate thesis, UIN Raden Intan Lampung.
Pintado Gutiérrez, Lucía. (2021). Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries, The Language Learning Journal, 49(2), 219-239.
Pouya, F. (2012). On the effect of translation on promoting reading comprehension in ESP. J. Basic. Appl. Sci. Res, 2(7), 6495-6502.
Quezada, Camilo & Westmacott, Anne. (2019). Reflections of L1 reading comprehension skills in university academic grades for an undergraduate translation programme, The Interpreter and Translator Trainer, 13(4), 426-441. DOI: 10.1080/1750399X.2019.1603135
Rezaei, A. , Rahimi, M. A. & Talepasan, S. (2012). Exploring EFL learners’ reading comprehension problems in reading ESP texts. Sino-US English Teaching, 9(3), 982-987.
Rocha, N. F. F. (2011). Translation as a teaching tool to bridge L1 and L2 for adult learners at elementary levels. Cadernos de Tradução, 1(27), 179–202.
Rodríguez Sua, M. (2021). Cognitive strategies for developing students’ reading comprehension skills using short stories. REXE- Revista De Estudios Y Experiencias En Educación, 20(44), 233–253. https://doi.org/10.21703/0718-5162.v20.n43.2021.014
Sadeghi, K. & Atmani, S. (2011). An examination of Iranian EFL learner translators’ problems in translation activities. redit, numero, 7, 82-92.
Sheikhpour Ahandani, S., & Khodareza, M. R. (2022). The effect of strategy-based methods vs. translation-based method on general English and ESP reading comprehension of Iranian university students. Iranian Journal of Applied Language Studies, 14(2), 65-82. https://doi.org/10.22111/IJALS.2022.7450
Sheikhpour Ahandani, S. & Rahimy, R. (2021). Intervention of Information Synthesization, Making Inferences, and Visualization with Iranian Undergraduates' ESP Reading Comprehension Achievement . Journal of Language, Culture, and Translation (LCT), 4(1), 25–43.
Sheir, A.A., Abdel Ghany, A. Y. and Saad el Din El – Hilaly, A. R. (2010). A Suggested Model for Enhancing EFL Prospective Teachers’ Translation Performance. Educational Sciences Journal. http://search.shamaa.org/PDF/Articles/EGJes/JesVol23No2P1Y2015/jes_2015-v23-n2-p1_001-024_eng.pdf
Solhi, M. & Büyükyazı, M. (2011). The Use of First Language in the EFL Classroom: A Facilitating or Debilitating Device? 1st International Conference on Foreign Language Teaching and Applied Linguistics, Sarajevo. Retrieved from: https://www.researchgate.net/publication/3036102
Sriwantaneeyakul, S. (2018). Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects. English Language Teaching, 11(4), 1-14.
Sutopo, A., & Prayitno, H. J. (2020). The Influence Of Reading Comprehension And Vocabulary Mastery Toward Translation Skill. Universal Journal of Educational Research , 8(1): 297-303.
Toumu’a, M. R. (2012). Academic Reading and Pacific Students: Profiling texts, tasks & readers in the first year of university in New Zealand. Ph.D thesis, Victoria University of Wellington.
Vasheghani Farahani, M. and Siyyari, M. (2015). The Effect of Teaching Reading Comprehension Skills on Translation Quality of Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 4(1), 50-59.
Zhao, R. (2004). Processes of translating: A comparison of expert and student translators translating an expository text from English to Chinese, Unpublished Ph.D Dissertation, Pittsburgh, Carnegie Mellon University.